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Learning assessment practices: Knowledge and current challenges of primary school teachers

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No. 12 (2024): Enero-Julio
https://doi.org/10.5354/2452-5014.2024.73593

Abstract

This research examines the current state of knowledge, limitations, and existing challenges in the usage of formative assessment practices among primary school teachers in Chile. According to the results of a study based on interviews with seventeen teachers, results show they are concerned about rethinking their assessment practices in the classroom. However, they still primarily use a traditional approach, partly due to a lack of training, and due to the strong focus on standardized assessments by the educational system.

Keywords:

Learning assessment, formative assessment, standardized assessment, tensiones entre las evaluaciones, teacher knowledge

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How to Cite
Ruminot Vergara, C. . (2024). Learning assessment practices: Knowledge and current challenges of primary school teachers. Revista Saberes Educativos, (12), 1–32. https://doi.org/10.5354/2452-5014.2024.73593
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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